Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:With the new opt out policy, teachers are even more beleaguered. The RT at my school was concerned about showcasing the texts her teachers were using at BTSN because she worried that parents would flip through them and complain.

Could a parent opt out of Magic Fish and All American Boys and in effect force A Separate Peace?

My 9th grade students have the option to opt out of the Magic Fish, especially considering the fact it has a moderate LGBTQ focus. We told them in class they can do that. However we have let them know that the other books they choose will be more difficult and that all instruction will be tailored towards the 99% of kids who are reading The Magic Fish. Any kid who opts out will essentially be on independent study and for better or worse, be left to sink or swim. This is not an ideal way to begin their adjustment to high school and the real academic consequences that come with it.

What would you say to a student who doesn’t want/need to opt out of Magic Fish but would like to be offered a more challenging book and guided independent study in addition?

They have that option if they want. They also have the option to read independently on their own outside of school. Nobody is stopping them from doing that. However, If they want to be able to receive regular and routine assistance and guidance from myself and the other teacher in the room, they probably should follow the plan in place.

If a child is truly so gifted that Magic Fish is beneath them, they should have no issue with easily getting their A during the 44 minutes a day we spend in class and supplementing their education outside of class.

Shouldn't Magic Fish be "beneath" almost every student since it's written below a 3rd grade reading level? Is your class majority EML students or kids otherwise way below grade level? Why would you try to steer all the kids in your honors English high school class into a book at an elementary school level?

I am the co teacher. The other teacher who is the established ELA teacher has been teaching 9th grade for 6 years and I trust their judgement in knowing how to ensure student success early in the year.

My middle schooler has a 1500 lexile on their MAP report.

I don't my child to experience "success" in highschool in an extremely coddled, low-expectations environment that leaves him unprepared for college and life.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All American Boys
But they will also be reading Of Mice and Men

Of Mice & Men is a choice in MP2. And it's super short. Why couldn't they read both of these in MP1?

Totally agree. My HS English class in 1986 probably read twice as many books. I remember we read Great Expectations, catcher in the rye, Frankenstein, a Shakespeare play, the Iliad, and I’m sure there were a couple more I’m forgetting now (maybe Huck Finn?) And I went to public school in a random state so I feel like it’s achievable for McPS.

Note that Shakespeare and poetry are covered in the English classes but its usually not listed as the quarterly novel or reading.

Romeo and a Juliet is an option (not a requirement) in Q4. There is no other Shakespeare in 9th grade English.

Is that not enough? How much Shakespeare do your think really needs to be done in a school year?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All American Boys
But they will also be reading Of Mice and Men

Of Mice & Men is a choice in MP2. And it's super short. Why couldn't they read both of these in MP1?

Totally agree. My HS English class in 1986 probably read twice as many books. I remember we read Great Expectations, catcher in the rye, Frankenstein, a Shakespeare play, the Iliad, and I’m sure there were a couple more I’m forgetting now (maybe Huck Finn?) And I went to public school in a random state so I feel like it’s achievable for McPS.

Note that Shakespeare and poetry are covered in the English classes but its usually not listed as the quarterly novel or reading.

Romeo and a Juliet is an option (not a requirement) in Q4. There is no other Shakespeare in 9th grade English.

Is that not enough? How much Shakespeare do your think really needs to be done in a school year?

I would be fine if kids actually read the play — but a) it’s an option, not a requirement and b) at some schools they say they do Shakespeare but the kids don’t read the play — they watch a movie version. I hope that even central office staff would admit that’s not acceptable, but there is zero oversight or accountability.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:With the new opt out policy, teachers are even more beleaguered. The RT at my school was concerned about showcasing the texts her teachers were using at BTSN because she worried that parents would flip through them and complain.

Could a parent opt out of Magic Fish and All American Boys and in effect force A Separate Peace?

My 9th grade students have the option to opt out of the Magic Fish, especially considering the fact it has a moderate LGBTQ focus. We told them in class they can do that. However we have let them know that the other books they choose will be more difficult and that all instruction will be tailored towards the 99% of kids who are reading The Magic Fish. Any kid who opts out will essentially be on independent study and for better or worse, be left to sink or swim. This is not an ideal way to begin their adjustment to high school and the real academic consequences that come with it.

What would you say to a student who doesn’t want/need to opt out of Magic Fish but would like to be offered a more challenging book and guided independent study in addition?

They have that option if they want. They also have the option to read independently on their own outside of school. Nobody is stopping them from doing that. However, If they want to be able to receive regular and routine assistance and guidance from myself and the other teacher in the room, they probably should follow the plan in place.

If a child is truly so gifted that Magic Fish is beneath them, they should have no issue with easily getting their A during the 44 minutes a day we spend in class and supplementing their education outside of class.

Shouldn't Magic Fish be "beneath" almost every student since it's written below a 3rd grade reading level? Is your class majority EML students or kids otherwise way below grade level? Why would you try to steer all the kids in your honors English high school class into a book at an elementary school level?

I am the co teacher. The other teacher who is the established ELA teacher has been teaching 9th grade for 6 years and I trust their judgement in knowing how to ensure student success early in the year.

My middle schooler has a 1500 lexile on their MAP report.

I don't my child to experience "success" in highschool in an extremely coddled, low-expectations environment that leaves him unprepared for college and life.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:With the new opt out policy, teachers are even more beleaguered. The RT at my school was concerned about showcasing the texts her teachers were using at BTSN because she worried that parents would flip through them and complain.

Could a parent opt out of Magic Fish and All American Boys and in effect force A Separate Peace?

My 9th grade students have the option to opt out of the Magic Fish, especially considering the fact it has a moderate LGBTQ focus. We told them in class they can do that. However we have let them know that the other books they choose will be more difficult and that all instruction will be tailored towards the 99% of kids who are reading The Magic Fish. Any kid who opts out will essentially be on independent study and for better or worse, be left to sink or swim. This is not an ideal way to begin their adjustment to high school and the real academic consequences that come with it.

What would you say to a student who doesn’t want/need to opt out of Magic Fish but would like to be offered a more challenging book and guided independent study in addition?

They have that option if they want. They also have the option to read independently on their own outside of school. Nobody is stopping them from doing that. However, If they want to be able to receive regular and routine assistance and guidance from myself and the other teacher in the room, they probably should follow the plan in place.

If a child is truly so gifted that Magic Fish is beneath them, they should have no issue with easily getting their A during the 44 minutes a day we spend in class and supplementing their education outside of class.

Shouldn't Magic Fish be "beneath" almost every student since it's written below a 3rd grade reading level? Is your class majority EML students or kids otherwise way below grade level? Why would you try to steer all the kids in your honors English high school class into a book at an elementary school level?

I am the co teacher. The other teacher who is the established ELA teacher has been teaching 9th grade for 6 years and I trust their judgement in knowing how to ensure student success early in the year.

Anonymous wrote:All American Boys
Blair

Anonymous wrote:MCPS should have someone who likes literature and writing to be in charge of the k-12 curriculum. Reading this thread is really sad and appalling.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All American Boys
But they will also be reading Of Mice and Men

Of Mice & Men is a choice in MP2. And it's super short. Why couldn't they read both of these in MP1?

Totally agree. My HS English class in 1986 probably read twice as many books. I remember we read Great Expectations, catcher in the rye, Frankenstein, a Shakespeare play, the Iliad, and I’m sure there were a couple more I’m forgetting now (maybe Huck Finn?) And I went to public school in a random state so I feel like it’s achievable for McPS.

Note that Shakespeare and poetry are covered in the English classes but its usually not listed as the quarterly novel or reading.

Romeo and a Juliet is an option (not a requirement) in Q4. There is no other Shakespeare in 9th grade English.

Is that not enough? How much Shakespeare do your think really needs to be done in a school year?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:With the new opt out policy, teachers are even more beleaguered. The RT at my school was concerned about showcasing the texts her teachers were using at BTSN because she worried that parents would flip through them and complain.

Could a parent opt out of Magic Fish and All American Boys and in effect force A Separate Peace?

My 9th grade students have the option to opt out of the Magic Fish, especially considering the fact it has a moderate LGBTQ focus. We told them in class they can do that. However we have let them know that the other books they choose will be more difficult and that all instruction will be tailored towards the 99% of kids who are reading The Magic Fish. Any kid who opts out will essentially be on independent study and for better or worse, be left to sink or swim. This is not an ideal way to begin their adjustment to high school and the real academic consequences that come with it.

What would you say to a student who doesn’t want/need to opt out of Magic Fish but would like to be offered a more challenging book and guided independent study in addition?

They have that option if they want. They also have the option to read independently on their own outside of school. Nobody is stopping them from doing that. However, If they want to be able to receive regular and routine assistance and guidance from myself and the other teacher in the room, they probably should follow the plan in place.

If a child is truly so gifted that Magic Fish is beneath them, they should have no issue with easily getting their A during the 44 minutes a day we spend in class and supplementing their education outside of class.

Shouldn't Magic Fish be "beneath" almost every student since it's written below a 3rd grade reading level? Is your class majority EML students or kids otherwise way below grade level? Why would you try to steer all the kids in your honors English high school class into a book at an elementary school level?

I am the co teacher. The other teacher who is the established ELA teacher has been teaching 9th grade for 6 years and I trust their judgement in knowing how to ensure student success early in the year.

Some teachers may not want to have to provide interaction and guidance on more than one text, and then encourage the class to lowest common denominator options, but telling kids that they can't access a higher level within a prescribed curriculum except by independent study is inequitable. It is so on its face for those needing that stretch to benefit from the curriculum due to their having mastered the levels offered by the simpler texts. It is so in an insidious manner for others due to the effects of a prejudice of low expectations. In each case, the lost opportunity to learn far outweighs the relative ease of achieving a high grade.

Society loses in this case. If teachers need greater support to effect a better outcome, society should provide that support (e.g., via tax-sourced funding to ensure smaller class sizes and adequate differential FTEs for highly heterogeneous student populations), but then society should require teacher adherence to the associated expectation.

It would seem, however, that a teacher plus a co-teacher would suffice for most classrooms. Can you elaborate on the extrordinary burdens preventing your team from achieving effective instruction, whether difficulty inherent in the cohort taught or strictures placed on time and method with which we might be unfamiliar? Do central office policies further interfere? Does the union act to establish working conditions that dissuade teachers from providing the fidelity to instructional intent that they might otherwise pursue?

In full and more transparency than I need to provide, i have been here teaching at this school and in the 9th grade for a grand total of 12 days. The other teacher has created and established a long standing and successful plan within the provided curriculum. Maybe its my fault that I even involved myself in This discussion under these circumstances but an original question was asked and I answered it. Any further elaboration you require and attempts to discredit the curriculum and our plan to implement it is on you.

Just know that I do not disagree that the honors for all system is flawed. I dont necessarily like the idea of having to teach 3-4 different classes inside the same classroom. I do however understand that these kids are just starting high school where they are finally being held to academic standards and consequences and many of these students need a little time to adjust. Things will hopefully get more challenging as the year progresses but this first unit is essentially wading into the pool rather than diving in headfirst.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Everyone appalled by the state of ELA instruction in MCPS needs to reach out to these folks to let them know how you feel:

Chief Academic Officer Niki Porter
Chief of Schools Peter Moran
Superintendent Thomas Taylor

Porter has architected this as much as anyone.
Moran doesn't care.
Taylor was snowed into promoting them and others to fill the lead positions early in his tenure, and has few options to get out of it quickly enough -- none without upturning the apple cart.

Taylor wasn't snowed into promoting anyone. Let's be serious. He certainly choose other people in other positions and remove others from CO all together.

He had to keep some institutional knowledge for basic functionality. Enough of them circled the wagons, unfortunately such that Hazel/Porter and McGuire both avoided the axe and slid in to fill the upper level voids created, and these, then, were able to influence to keep some allies (Franklin, e.g.) in important spots.

What it appears he didn't do was to lay down conditions for their remaining tied directly to certain kinds of change the community seeks. Whether that is because it was too early for him to have understood that, whether he, himself, had a vision not aligned with the community's (despite broad opening language that might have been interpreted as their being aligned) or whether he agreed to more MCPS-institutionally entrenched priorities as part of his being selected by the BOE, who knows...

Moran is meh.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:All American Boys
But they will also be reading Of Mice and Men

Of Mice & Men is a choice in MP2. And it's super short. Why couldn't they read both of these in MP1?

Totally agree. My HS English class in 1986 probably read twice as many books. I remember we read Great Expectations, catcher in the rye, Frankenstein, a Shakespeare play, the Iliad, and I’m sure there were a couple more I’m forgetting now (maybe Huck Finn?) And I went to public school in a random state so I feel like it’s achievable for McPS.

Note that Shakespeare and poetry are covered in the English classes but its usually not listed as the quarterly novel or reading.

Romeo and a Juliet is an option (not a requirement) in Q4. There is no other Shakespeare in 9th grade English.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:With the new opt out policy, teachers are even more beleaguered. The RT at my school was concerned about showcasing the texts her teachers were using at BTSN because she worried that parents would flip through them and complain.

Could a parent opt out of Magic Fish and All American Boys and in effect force A Separate Peace?

My 9th grade students have the option to opt out of the Magic Fish, especially considering the fact it has a moderate LGBTQ focus. We told them in class they can do that. However we have let them know that the other books they choose will be more difficult and that all instruction will be tailored towards the 99% of kids who are reading The Magic Fish. Any kid who opts out will essentially be on independent study and for better or worse, be left to sink or swim. This is not an ideal way to begin their adjustment to high school and the real academic consequences that come with it.

What would you say to a student who doesn’t want/need to opt out of Magic Fish but would like to be offered a more challenging book and guided independent study in addition?

They have that option if they want. They also have the option to read independently on their own outside of school. Nobody is stopping them from doing that. However, If they want to be able to receive regular and routine assistance and guidance from myself and the other teacher in the room, they probably should follow the plan in place.

If a child is truly so gifted that Magic Fish is beneath them, they should have no issue with easily getting their A during the 44 minutes a day we spend in class and supplementing their education outside of class.

Shouldn't Magic Fish be "beneath" almost every student since it's written below a 3rd grade reading level? Is your class majority EML students or kids otherwise way below grade level? Why would you try to steer all the kids in your honors English high school class into a book at an elementary school level?

I am the co teacher. The other teacher who is the established ELA teacher has been teaching 9th grade for 6 years and I trust their judgement in knowing how to ensure student success early in the year.

NP. I don’t trust a co-teacher who doesn’t know how to spell judgment.